What are guidelines on analysis of rhetorical devices in the poem "Tây tiến" for grade 12 students in Vietnam? What are the requirements for literary text comprehension in Vietnam?
What are guidelines on analysis of rhetorical devices in the poem "Tây tiến" for grade 12 students in Vietnam?
The analysis of rhetorical devices in the poem "Tây tiến" for grade 12 literature is as follows:
| The poem employs onomatopoeic words such as "khúc khuỷu" (winding), "thăm thẳm" (abyssal), and "heo hút" (remote) to create vivid imagery, expressing ruggedness and strength while reflecting the majestic and pristine beauty of the Northwest mountains and forests. The repetition in syntax (lines 1 and 2), along with the repetition of words ("dốc lên khúc khuỷu/dốc thăm thẳm" - winding/abyssal slope) combined with the contrasting form "Ngàn thước lên cao, ngàn thước xuống" (Thousands of feet up, thousands of feet down) creates a suffocating feeling of high slopes. Personification such as "súng ngửi trời" (gun smells the sky) not only makes the gun seem approachable, having human-like characteristics, but also reflects the mischievous and witty nature of the soldiers – young men from vibrant cities going to fight in the West. Thanks to this, the natural space of the Western region is depicted with clear height, breadth, and depth, where the Tây tiến troop marches not only majestically but also harshly. This sets up the treacherous context of the mountainous and forested area, as well as the harshness of the journey. Additionally, the parallel structure "Ngàn thước lên cao ngàn thước xuống" adds symmetry and harmony, highlighting the majestic mountain and forest scenery. Furthermore, images like "thác gầm thét" (roaring waterfall), "cọp trêu người" (tigers tease people), or "sống Mã gầm lên khúc độc hành" (the Ma River roars in solitary pieces) are all personified, contributing to a powerful and vibrant atmosphere for the nature illustration. |
Note: The analysis is for reference purposes only.
What are guidelines on analysis of rhetorical devices in the poem "Tây tiến" for grade 12 students in Vietnam? What are the requirements for literary text comprehension in Vietnam? (Image from the Internet)
What are the requirements for literary text comprehension for grade 12 students in Vietnam?
According to the General Education Curriculum for Literature issued with Circular 32/2018/TT-BGDDT, the specific regulations are as follows:
- Requirements for content understanding:
+ Analyze notable details, themes, stories, events, characters, and their interrelations within the coherence of the work; assess the role of significant details in expressing the content of the text.
+ Analyze and evaluate the theme, ideology, and message the text intends to convey to the reader through its artistic form; analyze the suitability between the theme, ideology, and the main inspiration in the text.
+ Analyze and evaluate the cognitive, educational, and aesthetic values of the work; discover cultural values and humanistic philosophies from the text.
- Requirements for form understanding:
+ Identify basic features of classical, realistic, and romantic styles through prominent works studied.
+ Identify and analyze some elements of legendary stories such as themes, characters, language, artistic methods, and evaluate the role of fantastical elements in legendary stories, relating to their role in folk tales.
+ Identify and analyze some elements of novels (modern, postmodern) such as language, psychological developments, actions of characters,...
+ Analyze and evaluate the appropriateness of the narrator, the perspective in expressing the theme of the text.
+ Identify and analyze some elements of modern lyric poetry such as language, imagery, symbols, symbolic elements, and surrealism in poetry...
+ Identify and analyze some elements of comedy such as language, conflict, actions, characters, structure, situations, and satirical methods...
+ Identify and analyze some elements of reportage, diaries, or memoirs such as non-fiction nature and some artistic methods like description, narration; the combination of details, real events with the writer's experiences, attitudes, and evaluations,...
What are the requirements for understanding argumentative texts for grade 12 students in Vietnam?
According to the General Education Curriculum for Literature issued with Circular 32/2018/TT-BGDDT, specific regulations are as follows:
- Understanding content
+ Identify and analyze the content of the thesis, arguments, reasoning, and unique evidence in the text; point out their relationships; evaluate the suitability between the argumentative content and the title of the text.
+ Be able to receive, evaluate content with critical thinking; recognize the purpose,
- Requirements for form understanding
+ Analyze and evaluate how the author uses several argumentative techniques (such as proving, explaining, commenting, comparing, analyzing, or refuting) in the text to achieve the purpose.
+ Analyze the rhetorical devices, language, statements, and negations in argumentative texts and evaluate the effectiveness of using these forms.
+ Identify and analyze the role of argumentative structure and expressive language in argumentative texts.
- Relate, compare, connect
Be able to evaluate, critique the text based on reader's experiences and perspectives.
- Requirements for extended reading
Throughout an academic year, read a minimum of 9 argumentative texts (including some texts recommended for online reading) with a length equivalent to the texts studied.
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